Learning+Design


 * How might these principles influence learning design? The leson plan, the environment, scheduling?**

Because the ADDIE model is student-centered and relies on flexibility, teachers must be willing to stop frequently to assess the lesson's effectiveness and to change directions if students are not responding successfully. For example, a teacher may build specific stopping into her unit plan where she can evaluate the degree to which students are proceeding according to the plan, and she can also build in formal assessments such as the following:
 * If 75% of students score below an 80% on each summative assessment, teacher will re-teach the content and re-assess.

Therefore, the teacher will need a bank of differentiated ways to teach her lessons so that if the need to re-teach arises, she is prepared.

An example would be addressing the needs of gifted students within the classroom. To develop effective lessons that incorporate Web sites into the gifted education classroom, the teacher of the gifted must produce teacher and student resources for all of the learning activities. Hannafm and Hill (2002) state that teacher-developed materials will help guide gifted students through the lesson and enable them to meet the learning objectives. The teacher resources will also provide the teacher of the gifted with the necessary information to monitor, teach, and evaluate student progress.

Resources for gifted students should help to develop the process skills of knowledge, comprehension, application, analysis, synthesis, and evaluation (Roberts &amp; Roberts, 2001). Examples for the Lewis and Clark lesson include, but are not limited to: (a) primary documents from Lewis and Clark's journals, (b) journals for students to document their own learning, (c) K-W-L charts, (d) maps illustrating Lewis and Clark's journey, (e) maps illustrating the total territory of the Louisiana Purchase, and (f) samples of 19th century Native American folk tales that demonstrate how westward expansion impacted their way of life. Certainly this is not a comprehensive list, but it does demonstrate the variety of resources that are required. While some might be included within a Web site, teachers also will need to locate/create materials not available through the site.

In addition, teachers will have to develop materials that enable them to facilitate the activities. During any given lesson, teachers of the gifted are expected to observe learning to ensure that students are progressing toward the desired goal. They must also evaluate final products to determine if students met the required objectives (Hunt &amp; Seney, 2001). These include: (a) pre/post assessments, (b) rubrics, and (c) checklists. As with any teaching strategy, teachers must be prepared to answer information and procedural-based student questions. Furthermore, they must always have backup materials in case there is a technology glitch such as downtime in the school's Internet access or computer failure. Teachers of the gifted should use temporary problems as an opportunity to teach and model good planning and coping skills.